“I Have Been Given the Power to Teach. The Children Understand Me Very Well.” The Social and Academic Impact of Deaf Teacher Training in Kenya     

Christopher Johnstone  Heidi Corce 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(1):149-165

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.  相似文献   

An investigation of Detect,Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students     

Brian C. Poncy  Christopher H. Skinner  Philip K. Axtell 《Psychology in the schools》2010,47(4):342-353

A multiple‐probe‐across‐problem‐sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication‐fact fluency development in seven third‐grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group‐administered, metronome‐paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1‐min speed drill and self‐graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic‐skill‐remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies     

Danielle N. Pappas  Christopher H. Skinner  Amy L. Skinner 《Psychology in the schools》2010,47(9):887-902

An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc.  相似文献   

Fears for tiers: are candidates being appropriately rewarded for their performance in tiered examinations?     

Christopher Wheadon  Anton Béguin 《Assessment in Education: Principles, Policy & Practice》2010,17(3):287-300

Tiering is a multi‐stage test design whereby teachers allocate students to a particular difficulty level (tier) of a test. This approach to the challenge of delivering assessments to students with a heterogeneous ability distribution is normal practice in UK public examinations at the age of 16. This study uses Item Response Theory number‐correct score equating to examine the relative standards that are set between tiers on certain GCSE assessments. It finds evidence to suggest that candidates on the foundation tier are being over‐rewarded, while those on the higher tier are being under‐rewarded. It concludes that the use of IRT test equating could help improve standard setting on tiered tests and that the issue of restricted grade ranges on these tests may need to be reconsidered.  相似文献   

Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”     

Christopher J. Lemons  Alexandra P.F. Key  Douglas Fuchs  Paul J. Yoder  Lynn S. Fuchs  Donald L. Compton  Susan M. Williams  Bobette Bouton 《Learning and individual differences》2010,20(3):158-166

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed.  相似文献   

Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms     

Christopher J. Harris  Deborah L. Rooks 《Journal of Science Teacher Education》2010,21(2):227-240

Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.  相似文献   

Using food as a tool to teach science to 3 grade students in Appalachian Ohio     

Duffrin MW  Hovland J  Carraway-Stage V  McLeod S  Duffrin C  Phillips S  Rivera D  Saum D  Johanson G  Graham A  Lee T  Bosse M  Berryman D 《Journal of Food Science Education》2010,9(2):41-46

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.  相似文献   

作为跨文化教育的教育:一场全球变革   总被引：1，自引：0，他引：1  

克里斯托弗·乌尔夫  刘子瑜 《北京大学教育评论》2010,8(4):163-176,192

全球化并不是美国化或欧洲化,趋向标准化的全球化进程带来了新经济的发展,也带来了全球范围内的贫困、苦难、战争、恐怖以及过度开发和毁坏自然。必须意识到文化多样性的不可避免,并在教育体系中引入以和平与社会公正为导向的、旨在可持续性的跨文化教育,培养学生积极应对社会与自然中他者的能力。本文从多重维度对上述命题进行了探讨,并从概念与教学方式等角度分析了跨文化教育的理论与实践。  相似文献   

Brains in Jars: The Problem of Language in Neuroscientific Research     

Jessica A. Scott  Christopher M. Curran 《Mind, Brain, and Education》2010,4(3):149-155

Neuroscience is a rapidly expanding scientific field, and its influence on our perceptions of fundamental aspects of human life is becoming widespread, particularly in the social and behavioral sciences. This influence has many philosophical implications, only one of which will be addressed in this article. For many centuries, philosophers have grappled with the myriad problems presented by consciousness, not the least of which is the so-called “mind–body problem”; now, the gains made in the field of neuroscience promise to answer questions that have been traditionally unanswerable. The richness of neuroscientific data notwithstanding, there are still fundamental philosophical problems in play. This article seeks to answer the question: How do neuroscientists and articles drawing primarily on neuroscience use language to characterize the brain and the mind? Is the same terminology and language used interchangeably, suggesting that the mind and the brain are inherently the same, or does this influential field draw distinctions between the two? We argue that neuroscientific research uses language in a way that does not acknowledge the potential philosophical objections to a mind–brain identity thesis. By doing this, neuroscientific research does not acknowledge the historically problematic discourse about consciousness.  相似文献   

Building better scientists through cross-disciplinary collaboration in synthetic biology: A report from the Genome Consortium for Active Teaching Workshop 2010     

Wolyniak MJ  Alvarez CJ  Chandrasekaran V  Grana TM  Holgado A  Jones CJ  Morris RW  Pereira AL  Stamm J  Washington TM  Yang Y 《CBE life sciences education》2010,9(4):399-404

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